A leitura na revista Nova Escola: dialogismo e produção de sentido

• Ano de defesa: 2009
• Autor(a) principal: Zabalar, Débora Macedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Mestrado em Linguística; UNIFRAN
• Palavras-chave em Português: Leitura; Dialogismo; Revista Nova Escola; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/769

The subject of this dissertation is the reading comprised in the discourse of Nova Escola journal. Starting from the viewpoint of Bakhtin Circle, a dialogic analysis to verify the signs of “the other” in the discourse of that journal was proposed. The Bakhtin Circle was chosen due to their thinkers contributions to the general language studies and to the Discourse Analysis, in which this research is fitted in. In this work we emphasized the reflections on the production of sense and identities from the alterity and dialogism that were developed by Bakhtin and other members of his Circle. In our research, the alterity constitutes the “I” of that journal when such one dialogues with academy discourses on reading, and at the moment in that it foresees the counterword from the reader, the teachers from college and highschool. In order to verify the alterity signs, we performed a bibliographic revision (Chapter 2), entitled “Discoursive memory about reading”, in which we displayed ideas produced by specialists in that matter, besides the main discourses on reading present in the National Curriculum Parameters of Portuguese Language (NCPPL). Our corpus comprises six issues of Nova Escola, published between 1998 and 2008, including a special issue on reading, published in April 18, 2008. With respect to the methodology adopted to develop this work, our reflections started from indications for dialogic relationships between discourses to proceed the observation of points that approximate and make distant the discourses of the genders present in Nova Escola. Our investigation indicated that conflictant discourses on reading and on the role of teachers in the readers formation monthly circulates in that journal. We believe that our work could contribute to extend reflections and discussions on the common sense production by media, specially regarding to the reading, which is a very valious topic in the education.